Discursive analysis of the didactic potential of a STEM proposal
The results of a case study are presented in this work, in which the discursive interactions are analyzed as significant element to evaluate the didactic potential of a Physics teaching proposal. The context of production of the speeches is a science teacher course for secondary school in the provin...
Guardado en:
| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2020
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/31187 |
| Aporte de: |
| Sumario: | The results of a case study are presented in this work, in which the discursive interactions are analyzed as significant element to evaluate the didactic potential of a Physics teaching proposal. The context of production of the speeches is a science teacher course for secondary school in the province of Buenos Aires, Ar-gentina. The didactic proposal consists of posing and solving an open problem focused on the transfer of thermal energy; which proposes the design and implementation of experimental devices and digital technologies for its solution, approached from a multidisciplinary STEM (Science, Technology, Engineering and Math) perspective. The analysis of the discursive interactions is carried out including the structural-textural, semantic, and rhetorical aspects. A contextual description and the non-verbal language developed in the case are also presented. The study shows the didactic po-tential, both of the proposal and of the teacher´s discursive interventions. Finally, some recommendations for the communica-tive resignification of the design of STEM proposals are pointed out. |
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